Integrated School of Lawa

Lawa, Calamba City

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JUNIOR HIGH SCHOOL 1

The use of ICT in Teaching Learning process

In Secondary

A Junior High School Thesis

Presented to
The Faculty of the Senior High School
Integrated National High School of Lawa
Lawa,Calamba City

In Partial Fulfillment
of the Requirements for the Junior High School

Mark Joseph Rawit

Fransel Brix Mendoza
Mark Denel Quillit
Jv Loria
Wyndeth Prillo

January 2019

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Table of Contents

CHAPTER ONE: INTRODUCTION AND BACKGROUND TO THE

STUDY

Acknowledgement………………………………………………………..

Introduction.........................................................................................

Background of the Study.....................................................................

TheoreticalFramework........................................................................

ConceptualFramework........................................................................

Statement of the Problem......................................................................

Scope and Limitation of the Study.....................................................

Significance of the Study....................................................................

Definition of Terms..............................................................................

CHAPTER TWO: A REVIEW OF RELATED LITERATURE AND STUDIES

FOREIGN LITERATURE……………………………………………………..
COMPUTER TECHNOLOGY IN THE CLASSROOM…………………….
LOCAL LITERATURE………………………………………………………..
TECHNOLOGY IN CLASSROOM………………………………………..

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The Philippine government has been committed to bring the educational

system into a modernized status, in particular, on basic education, in its effort to

make each and every student at par with other students of neighboring developed

countries. This is because in today’s knowledge economy, the capability to utilize

and produce information and to transform it into knowledge and vast array of

goods and services is deem essential to social development and growth of the

economy. Along with this effort are the continuous curricular changes and

amendments, reorientation, teacher training and investment in school facilities and

infrastructures, one of which is geared towards the vision of equipping each

public school with the modern computer and other information and

communication (ICT)-related gadgets and instructional materials.

The Department of Education (DepEd) has initiated in 1996 a

computerization program with the goal of preparing Filipino students for
employment and competitive career by teaching them to master the new forms of
technology being used in the workplace. Philippine education experts have long
realized that public schools do not just want to teach students how to use

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technological tools, computers and other high-tech learning gadgets. They also
would like to harness and enhance the power of technology towards developing
the entire teaching-learning process, specifically in its bid to make each and every
public school student empowered in this highly globalized and integrated world
economy.
However, despite the eagerness and the efforts of the government to bring the
education system into the advanced technology era, integrating ICTs into the
learning-teaching equation is not that simple and easy as it seems, and certainly
there are more wide and broad prerequisites of achieving and attaining classroom
technological advancement.
Teachers, being the immediate medium of transferring knowledge and information
to students would be a great consideration in this study, for in their hands depend
the attainment of the Philippine education system’s vision on the modernization of
Basic Education. Challenged by new and innovative approaches, it may be painful
to some teachers to lost grip from traditional teaching practices and strategies. On
the other way, it may bring awareness and confidence to other teachers who tend
to open their minds and hearts in embracing the demands of the advancing
technology trends particularly on the attainment of quality education through
innovative instruction.

Background of the Study

The Department of Education (DepEd) is currently expanding the reach of

Information and Communication Technology in public schools, both elementary
and secondary to enable Filipino teachers and students to face the challenges in
the Age of Technology. The advocacy in integrating ICT in education can only
redound to the benefit of Filipino public school children as it will make quality
education easily accessible to as many learners as possible.
Former Education Secretary Jesli A. Lapuz has reiterated and tapped
education officials not to resist change and instead optimize the power of

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technology to make quality education accessible to as many learners anytime,

anywhere
DepEd has implemented its ICT4E (Information and Communication

Technology for Education) through a systematic process of consultative

workshops and a ground-up planning approach through the Reimagine ED

Executive Training Series for regional and division educational managers. It

continually makes ICT as a tool available for every teacher to continue to teach

and impart learning, thus making them fully-equipped and up to the task and have

they harness the full potential of technology to improve learning outcomes.

Theoretical Framework

The framework of the study is rooted in the belief that the status of computer

technology use for instruction is the result of factors of variables that interplay

with one another.

The profile of the respondents such as age, gender, length of teaching

experience, educational attainment, subject area of assignment, seminars/trainings

attended related to computer are the inputs of the study. Further, in the process of

finding out the status of computer use, other inputs such as adequacy of

instructional materials, problems encountered by teachers related to computer

technology use and the extent of use of computer technology for instruction are

being assessed.

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With the assessment of the different variables, it is expected that this will bring

about improvement in the use of computer technology for instruction in the public

and private secondary schools.

INPUT PROCESS OUTPUT

1. Profile of Respondents 1. Assess the Profile
1.1. Age of teachers
1.2. Gender 2. Assess the status
1.3. Length of Teaching of adequacy of
Experience computer
1.4. Highest Educational Improved
technology
Attainment Computer
instructional
1.5. Subject Area of Technology Use
materials of Teachers for
Assignment
3. Assess the Instructions
1.6. seminars/train
problems
ing attended related
encountered by
to computer
teachers
2. adequacy of instructional
4. Assess the extent
materials
3. Problems encountered by of computer
technology use for
teachers related to
instruction
computer technology use
5. Correlate the
4. Extent of use of Computer
perceptions of
Technology for Instruction
teachers and their
personal profile
variable

Figure 1 Conceptual Paradigm of the Study

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Statement of the Problem

This study aims to assess the use of computer technology for instruction among

the secondary school teachers in Alcala, Cagayan, school year 2013-2014.

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of

1.1 age
1.2 gender
1.3 length of teaching experience
1.4 highest educational attainment
1.5 subject area of assignment
1.6 seminars/training attended related to computer
2. What are the available computer Peripherals/Programs used as

Instructional Materials?
3. What are the problems encountered on the computer technology

integration for instruction?

4. What is the extent of the use of Computer Technology for Instruction by

the teachers?
5. Is there a significant relationship in the perception of the teachers on the

extent of use of computer technology when grouped according to their

profile?

Scope and Delimitations of the Study

This study will be limited to the assessment of public and private

secondary school teachers’ use of computer technology for instruction in Alcala,
Cagayan, school year 2013-2014.
Based from the list of schools operating in the municipality, the respondent
schools are the following: first, the A fusing National High School – a public

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general high school with a number of teacher-respondents of 25, second, the

Alcala Rural School, where the researcher currently works, is a Technical-
Vocational (Agricultural) school with a number of teacher-respondents of 17,
third, the Calbayog High School, a newly-turned general high school from being
former annex of Alcala Rural School having a number teacher-respondents of 23,
fourth, the Lyceum of Alcala, Inc., a private sectarian secondary school with a
number of teacher respondents of 17, and fifth, the Saint Philomene of Alcala,
Inc., a private-owned secondary school with a total number of teacher-respondents
of 21. It is noted that only teachers with a regular permanent appointment are
participants in this study regardless of their positions.

Significance of the Study

Computer Technology, Internet and Web-based resources are now in many

schools and offer teachers’ and learners’ vast resources and opportunities of
enhancing a more interactive instruction. Maximum benefit from these resources
can only be achieved through teachers’ use of technology in developing materials
and aids for classroom instruction.
Results of this study will be of great help to all stakeholder of the
Department of Education. The information gathered will be able to encourage the
administrators to develop a fundamental understanding of the importance and
responsibilities of using computer technology in the teaching-learning process and
also suggest better ways of training and equipping teachers with strategies,
techniques and approaches. Such training might be achieved through the
implementation of an effective training program on intensive use of computer
technology resources.
The results of the study will serve as guide to improve the curriculum in
order to develop positive attitude towards the use of computer technology for
instruction.

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Results of this study will encourage teachers to update themselves with the
various contributions in the use of computer technology in teaching. It may also
be useful in identifying teachers’ attitudes towards and approaches to using the
computer technology resources provided for them in the reasons behind these
attitudes. Advances in computer technology have enable teachers to use a more
systematic, innovative methods and techniques in teaching. All teachers will be
motivated to attend seminar-workshops, conferences, and further their studies for
their individual and professional development related to the use of computer
technology in teaching.
Finally, since many from among the teachers are awkward from
using technology gadgets, the study might provide some forms of guidance to
technology-aided instruction in every school that want to pursue a similar path in
the future

Definition of terms

The following terminologies are used throughout the thesis and are elucidated for

better understanding, to wit:

Access – the right to obtain or make use of or take advantage of something for

use.

Adoption – the decision to make full or continued use of an innovation (Rogers,

1962).

Change agent – individual or group responsible for creating an environment in

which a desired alteration in normal operation can be implemented.

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Computer technology resources – in the context of this study, ‘computer

technology resources’ is used as a general term referring to any computer, Internet

or Web-based resource that can be used in language instruction.

Computer-related technology – constantly evolving forms of computers,

peripherals and supporting software used to enhance teach (Schmidt, 1991).

Educational technology – the use of technology in education to improve

learning and teaching. Educational technology is also known as instructional

technology or learning technology.

E-Mail- electronic communications between two or more individuals by way of

an Internet Service Provider (ISP).

Innovation– any idea of technology that is new to the individual (Rogers, 1962).

Innovators– often considered “techies”; they grab on to new technology as soon

as it is available. Typically, they are more concerned with the actual technology,

than the way it can be applied to a specific problem (Geoghegan, 1994).

- Individual who adopts an innovation through his/her own resources,

without waiting for implementation at the organizational level (Rogers, 1995).

Instructional technology–the use of technology (computers, compact discs,

projectors, interactive media, modem, satellite, teleconferencing, etc.) to support

learning

Internet–an international connection of millions of computers on-line for the

purpose of communications and the sharing of information.

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Preconception–an idea or opinion formed in advance of or prior to formal

instruction.

Technology in the classroom–the use of computers, the internet, or other

computer-related techniques during traditional classroom-based instructional

delivery.

Technology non-users–faculty members who have not adopted or had ceased

using a form of computer technology to enhance their traditional classroom

methodologies at the time the survey was conducted.

Technology users–faculty members who have adopted the use of computer

technology techniques to enhance their traditional classroom methodologies.

World wide web–a method of interconnecting large number of computers via the

use of browsers and capable of incorporating audio and video images, as well as

text (Benton, 2001).

Chapter 2
A REVIEW OF RELATED LITERATURE AND STUDIES

A. Foreign Literature

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We have come a long way from using just desktop PCs in the 1980s to using a
wide variety of technology for instruction purposes such as the internet, the iPod,
Blogging, laptop computers, podcasting, e-Learning platforms (e.g. Moodle,
Blackboard), interactive whiteboards with video-capture technology, streaming
videos, and using iPod as a digital notebook. We have also moved from a local
classroom to a global classroom via distance learning technology.
An example of a school system with a 21st Century infrastructure is Saugus
Union of California. Saugus Union has remained on the cutting edge of
technology (THE 2006 Innovators, 2006). Examples of their use of technology in
instruction include PDAs and interactive whiteboards, podcast lesson reviews via
students’ MP3 players, and broadcast streamed via the Internet. A key component
to their success has been technology specialists who deliver ongoing professional
development. Saugus Union’s futuristic philosophy has allowed the district to
improve communication and collaboration among students, staff, parents, and the
community.
While Saugus Union made its ways to post an edge in advance technology
mostly intended for instruction, it was not perceived as norm because not all
school systems are operating with this innovative use of instructional technology
even though 99% of fulltime teachers had access to computers or the internet
somewhere in their schools by 1999, according to a National Center for Education
Statistics (NCES) study (Roward, 2000). Then about the same time as the NCES
report, Stanford University Professor Larry Cuban bemoaned the status of
technology use in education by writing a book entitled, “Overload and Underused:
Computers in the Classroom (2003). Recently, writing in the Phi Delta Kappa,
Allen (2008) discussed one of the issues addressed by “A Nation at Risk”, namely,
that schools were not adequately preparing students to address the country’s needs
for highly skilled workers in new and evolving fields. Allen implied that although
education has spent large amount of money on technology for instruction, perhaps

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education has not kept pace with the use of technology in schools over the last 25
years.
According to Peerless, Fieldman, and German (Digest of Literature on the
Impact of the Computer in Instruction, 2003), since its introduction in schools in
1982, the personal computer has been touted as an instrument that would
revolutionize education. Large investment of resources in hardware, software, and
personnel have made the computer a common and prominent feature in most
schools today.
The 21st Century is said to be the educational genre for computer technology
in the classroom. The Campus Computing Project , which annually surveys 600 2-
year and 4-year public and private institutions in higher education from
throughout the US, found that integrating instruction technology into the
classroom remains the top priority for all types of higher education institutions in
the US, as it has been for the previous five years, and is expected to remain so far
at least the next two to three years (Green, 2001).

Computer Technology in the Classroom

Technology is a part of everyday life in the 21 st Century. As a result,

according to a Digest of Technology Education, it should also be prevalent in the
21st Century High School classroom (Soine, 2000). Classroom technology should
also become an integral part of the core mission for the institution (Johnson,
1997), with its primary focus rooted in the paradigm shift from teaching to
learning (Jafari, 1999; Reynolds and Wermer, 1998). According to Reil, Schwarz,
Peterson, and Henricks (2000), programs that foster the use of computer
technology in the classroom increased familiarization with technology and led to
empowerment in technology as well as teaching. Bilimoria (1997) in his book
cautioned the future generations would be computer literate and would expect
technology in the classroom. In order to find ways to avoid becoming “pedestrians

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on the information superhighway”, the author recommended that faculty members

cease to view themselves as the “receptacles of knowledge in our societies” and
expand their professional competencies as facilitators and technologists.
Technology allows faculty to build a bridge between the classroom and the
world (Ward & Clark, 2000) and allows students to experience real-world
opportunities in the classroom (Hull, 1999), which are highly valued (Lang,
2000). Technology can be the curriculum, a mechanism for the delivery of course
materials, a means of supplementing instruction, or an instructional device
(Ginsburg, as cited in Imel, 1998) to enhance learning (Milliron & Miles, 1999).
According to Bates (2000), reasons for using technology to enhance the classroom
experience includes improvement of learning quality, providing students with
opportunities to learn technology skills, extending access to post secondary
instruction, and expanding the search of technology in the world outside the
classroom.
While the infusion of technology into the traditional classroom delivery
can provide what Tait & Mills (1999) termed, “…an adventure in the pursuit of
knowledge,” (p.152) the curriculum itself must be the driving force, with
technology use in an adjunctive capacity (Chizmar & Williams, 2001); Duhaney
& Zemel, 2000; Hammer & Kellner, 2000). Smith (1997) reported a tendency of
faculty to jump on the technology bandwagon due to the expectations of peers or
supervisors or because the technology was available, rather than for the value of it
would add to the curriculum.
Hammer & Keller (2000) contended that faculty must get beyond the
mechanics of using technology to the point of truly incorporating into their
classrooms. They also expressed a need for faculty to assist students in developing
“their own cultural artifacts with the educational setting” (New Educational
Technology: Challenges and Potential, Section 4) as a means of bringing quality
to learning. The use of technology for instruction in the classroom should serve to
“empower and enlighten” both students and faculty (New Educational

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Technology: Challenges and Potential, section 18). The implementation of

computer technology in the classroom can be characterized as the selection of
experiences and activities that augment traditional instruction in ways that provide
enrichment without overshadowing the intended objectives (Jewett, 2000).
Instructional technology is a vital part of career and technical education
and “encompasses not only the computer but also other technologies and delivery
systems” (Lu & Miller, 2002) that may be used in the classroom. In recent years,
there has been an increased emphasis on the integration of technology into
curriculum, especially at the high school level (Peake, Briers & Murphy, 2005).
Lu & Miller (2002) described the technology used in the classroom to be in
various forms including computers, DVD/VCR players, digital and video cameras,
televisions, cooking equipment, and welding equipment. They also described how
classroom technology can help the teacher to use, assess, alter, and present
information in a variety of ways.
For teachers to enhance the learning experiences of their classrooms, they
need to use up-to-date and interactive technologies. These include Design Your
Own Home for housing and interiors, My Amazing Human Body for nutrition and
wellness, and Cyber Snacks for food production (Keane, 2002). The Internet also
serves as a valuable teaching tool, helping to enhance the curriculum though free
downloads, interactive websites, and e-Mail (McFadden, Croxall, and Wright,
2001).
The Internet is an ever-changing entity and it is important that teachers
stay current on what is available to them. According to Masley, Sweaney, and
Valente (2000), there are three main reasons of the importance why teachers must
stay abreast of current technology trends. First, the Internet is a very useful tool
and can be used to provide hands-on learning experiences for the students. It
provides quick and easy access to a wealth of information from around the world.
Second, as our culture has become more technologically-oriented, so must our
students if they are to live and work in today’s society. By incorporating the

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Internet into the classroom, the teacher is helping the students learn how to find
information and successfully use technology. Third, teachers are constantly getting
new technology and it is up to them to explore their students to it in order for them
to be successful in the work force.
There are certain phases teachers go through when incorporating
technology into the classroom. Sandholtz, Ringstaff, and Dwyer (1997) created a
model describing five (5) phases educators go through when increasing their use
of technology. These five (5) phases are:
1. Entry – teachers adopt to change in physical environment created by
technology
2. Adoption – teachers use computer technology to support text-based
instruction
3. Adoption – teachers integrate the use of word processing and data bases
into the teaching process
4. Appropriation – teachers change their personal attitudes towards
technology
5. Invention – teachers have mastered the technology and create novel
learning environments.

As teachers progress through each of these five (5) phases, they develop a
better understanding as to how to use technology in the classroom.

B. Local Literature

In the Philippines, many teachers have doubts about using computers. It is

common to feel apprehensions towards the machines. Even knowledgeable users
do not understand many of the computers are working and how should they? Its
like few understand the innards of cars and yet we drive them without trouble.
According to Monico V. Jacob, President & CEO, STI, in his message
during the PCPS3 Training Program (PC for Public Schools-Phase 3), as
educators, “you are tasked with developing the minds of your charges and

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preparing them for the challenges they will be facing in the years to come”.
However, the country’s limited resources make it difficult to maximize the
students’ potential and the educators are faced with the quandary of making
education more meaningful to them,(Monico V. Jacob, 2007). Jacob, in the
training; addressing on teacher-participants “….as you embarked on this step
towards enhancing your computer technology skills, you are challenged to step up
and make a difference. The power to chart the course of your students’ destiny is
in your hands”.As support to the country’s quest for quality and competitive
education, the government of Japan, through the Department of the Department of
Trade and Industry, sought to augment the teaching standards by providing public
high schools throughout the country access to computer technology bundled with
free intensive teachers training and workshop on the use of computer for their
instruction. This act of concern and benevolence from various education
stakeholders addresses the means of ushering the Filipino students to the digital
age. The initiative makes every Filipino child more globally competitive and, in
turn, will drive the country towards progress and innovation (Monico V. Jacob,
2007).
According to Inosanto (1994) in his article “Incorporating Computers into
Education Setting”, application of computer in the academe addresses the demand
for faster, more accurate processing of data to help teachers to prepare education
report using spreadsheet software such as Excel. Teachers can also use
PowerPoint presentation application software in delivering interactive lessons.
The article shows the connection of computer in the lives of the teachers. It
discusses how it could help the teacher ease the task of preparing effective lecture
presentation and how it could process the student data for evaluation.
Clemente (1997) in his article “Planning the Use of Information
Technology for Literary Development”, stressed that information highways will
not replace or devalue any of the human educational talent needed for the

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challenges ahead. For him, improved technology in Education will be very

beneficial in every area of society.
The researcher agrees with the idea that education does not advance
intellectual growth but the personality as well. To achieve this, the interaction of
teacher and learner should be practiced to reap the fruit of human development.
In “Technology: An Integral Part of Education” (Religiosa, 1998), the
author mentioned that the technological revolution in education demands a new
type of literacy – computer literacy. Unless both learner and teacher adapt to it, the
society would remain in technological and cultural shock. The ease and
convenience brought by the use of technology has also a demand in the
implementers of education. The administrators, staff, faculty and students must
have knowledge on the use and function of the computers to fully maximize its
capacity in the process of learning.
One hindrance to the further development of the technology-based
instruction is the misconception that computer will soon replace teachers in the
classroom. This was disclaimed by Van der Poll at the 1995 Philippine Congress
on Interactive Technology in Education. He also cited that the trend nowadays is
to use multi-media in training the students because absorption capacity through
this medium is much higher than chalk-talk instructional method. He said this
technique is an enhancement of both pupil capability to learn and teacher capacity
to train.
According to Rivera and Sembrano, computer can be used in schools in
three genetic ways, one, as a learning tool (teaching or learning with computers);
two, as itself the object of study (teaching learning about computers) and three, as
a planning and management tool for teachers and school administrators. These
three modes are distinct but there are applications which employ two (2) or even
all modes at the same time.
One visible advantage of using technology in teaching is the ability of the
computer-Aided Instruction (CAI) materials to repeat the teaching process over

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and over without deterioration. Unlike teachers, their level of teaching falls down
as he reaches his saturation point.
As mentioned by Rivera and Sembrano, inorder for the teacher to promote
learning, he has to choose the appropriate teaching material. Some teachers have
the wrong notion that the only commercially available audio-visual aids make
good learning devices instead of developing their own. At the same time, both
authors have said that instructional materials should be used in the classroom
frequently and not only for special occasions like demonstration teaching,
supervisory observations, and inter-visitations. Materials should be used as
motivational devices, sources of bulk of information, and a summary device.
Camarao noted that the computer is used in the instructional process as a
teaching machine. Using programmed-instruction format, it has the capacity and
capability to intersect with the students which is a very critical factor in the
learning process. Moreover, the computer can store many instructional modules
and can provide a display feature that makes learning interesting.
Jerome Dumlao (1992, p. 84) says that the following are some ways on
how computer users can be active and effective participants in the emerging
information society:
1. Feel comfortable using and operating a computer system.
2. Be able to make the computer work for you through judicious
development or use of a software.
3. Be able to interact with the computer – that is, generate input to the
computer and interpret output form.
4. Understand the impact of computers on society, how and in the future.
5. Be an intelligent consumer of computer-related products and services.

He further emphasized that students are about to embark on emotional and

intellectual journey that will stimulate imagination, challenge every resource from
physical dexterity to intellect – and perhaps alter everyone’s sense of perspective.
Learning about computers is more than just education, it is an adventure.

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Dumlao’s point of view centers on how people should view computers, its
effect, and the underlying principle connected to its uses. His point is taken into
consideration for it brings substance to the study being undertaken. Though, the
focus in on computer as a tool for learning, the study being undertaken considered
other aspects of instruction.
From an excerpt of an on-line forum on the software guru - Bill Gates, the
world’s richest man at 48, whose name is synonymous to success, presented by
Ricci Barrios (2004, p.11-13) says that, bringing the technology into every home
is at the center stage. Advance software is bringing the power, connectivity and
flexibility of the PC to all kinds of smart devices, making digital entertainment
available wherever people want it. Hardware and connectivity advances have
cleared the ways for software to tackle the complexity that users face today, and to
expand the possibilities for computing in countless ways. He also added that the
digital world is now in a position to deliver on many long time industry dreams,
such as PCs that can store a lifetime’s worth of digital memories, communication
and collaboration through integral texts, voice and video, pen-and-speech-based
user interfaces and rich new media experiences. Computers become increasingly
essential for more of the things we do every day, security, privacy, manageability
and ease of use are becoming much more crucial.
With the presentation of Barrios about the on-line forum of Bill Gates, it
adds up as to how one can venture into something great and become successful
and creative with it. This provides an immeasurable gains in the conduct of the
study regarding how teachers can also become successful and creative, worthy of
their chosen career.
In “Anything Goes” column of Eppy Gochangco (2004, p. 10), he pointed
out that communication has never been as efficient as today. Technology has
changed the way people interact with each other. Just as efficient hi-tech
communication immediately connects people, it also gives people a venue for

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emotionally distancing themselves from others. People use the internet and
cellular phones to communicate with each other without even seeing them.
As a trend brought about by the advancing technology, all levels in the
educational system are pushed to get into the use of technology for instruction and
learning. Teachers in the Philippine classroom must be upgraded on their
classroom management for better results as well as ease in work preparation.
Thus, the researcher study is centered on giving a better means of preparing
interactive and trending teaching tools and devices, pushing the student-clientele
to get along with the demands and trends of the modern world of education.

RELATED STUDIES
A. Foreign Literature

Technology in the Classroom

In a review of technology research, Rogers (2001) discovered that basing a
program on a single technological medium does not provide the educational
efficacy and student appeal garnered from introducing multiple types of
technology into a course. This blending of media facilitates and enables the
learning experience, but should also include faculty-student interaction in a
traditional classroom setting.
Lang (2000) stated that faculty must be thoroughly grounded in the
technologies chosen for use in their classrooms to allow them to provide guidance
to students and allow the technology to effectively blend into the classroom, rather
than allow its glitches and misuses to become a distraction or a deterrent to quality
classroom instruction. Chizmar and Williams (2001), after surveying over 1,000
college faculty, suggested that information technology professionals direct their

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efforts toward the creation of instructional templates and the provision of faculty
to share their technology successes and failures, as opposed to spending time
solving the technology problems of individual faculty (Vannatta and Beyerbach,
2000). User support for faculty , as a group, was found by Fuller (2000) to be
positively correlated with successful use of technology by students. Naquin
(2000), in a study of nearly 200 faculty members in Virginia Community
Colleges, found the use of faculty serving as technology mentors to other faculty
as a successful technique in motivating reluctant faculty toward the use of
technology in the classroom. Similarly, Parr (1999) found peer networking to be
significant as related to increasing technology use in the classroom. Faculty
confident in using computer technology were most likely to implement such
technology in their classrooms, and confidence was derived from familiarization
and use (Grooves and Zemel, 2000; Vannatta & Beyerbach, 2000; Yildirim, 2000).
Technologically sophisticated faculty may lead the way to
implementation, but administrative commitment seems essential if technological
enhancement is to flourish in the classroom. A flexible, learning-centered
environment must be developed and supported throughout the institution in order
to maintain student engagement (Johnson, 1997). Administrators must develop a
fundamental a fundamental understanding of the importance and responsibilities
of using computer technology in the classroom, and must ensure that faculty have
access to professional development opportunities that will familiarize them with
the types of technologies available within the institution and how to effectively
utilize those technologies to foster learning.
The Internet
In 1962, the RAND Corporation began a research project designed to
allow military command and control to be transmitted over communication
networks. Under the auspices of the Department of Defense, Advance Research
Project Agency (ARPA), a specialized computer network (NET) known as
ARPANET was developed in 1965. The intent was to provide scientists a means

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of sharing data and access to remote computers. In 1969, four universities –

Stanford Research Institute, the Universities of California at Los Angeles and
Santa Barbara, and the University of Utah – became networked. Two years later,
the number of universities and government research centers connected via the
ARPANET had grown to 23 institutions and agencies, or hosts (PBS Life on the
Internet).
The term “Internet” – International Network, appears to have been used
for the first time in 1982. By that point, the network had grown to about 1,000
hosts and continuously increased to a countless hosts years thereafter.
The 2001 edition of the Campus Computing Survey, a publication of the
Campus Computing Project, found nearly half of college courses using Internet
resources as parts of their syllabi, nearly 500% increase from the 1995 survey
(Green, 2001). Grasha and Yangarber-Hicks (2000) reported an 83% increase in
faculty adopting Internet-based classroom activities. Jafari (1999) held that
teaching and learning could be enhanced in any traditional course by
implementing an Internet component.
Lundberg (2000) discovered its effectiveness in a counseling course, 56
graduate students reported improved skills in a variety of technology types and the
use of internet. The students also expressed a preference for internet-based
research over traditional library research.
The Internet was successfully used in a medical education programs, such
as the incorporation of videoconferencing via the internet, by Chang and Trelease
(2001), who surveyed faculty and students in the School of Nursing at the
University of California at Los Angeles. Carter (2000) found that the use of the
Internet in a university geography class could be effective if the teacher and
students are literate with the technology, and that success was dependent upon
such literacy.
The effectiveness of the Internet as an instructional tool in the traditional
classroom can be enhanced by taking student learning styles into account,

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according to Sanders and Morrison-Shetlar (2001), in a study of non-major

undergraduate biology students. The use of the Internet as a classroom tool is
popular with students in all realms of education (Sanders & Morrison-Shetlar,
2001). Harvell (2000) surveyed students enrolled in web-enhanced undergraduate
economics courses. Students found the Internet provided almost limitless
resources and information, and was a convenient time-saver. The web also
provided interactive examples to augment the classroom experience available on
the student’s schedule.
The Internet was found by students to be disadvantageous to instruction by
providing a distraction to the classroom, permitting postponement in the
completion of class assignments, and minimizing student/teacher interaction.
Another drawback was the the questionable reliability and validity of information
available on the web (Harvell, 2000).
The use of Internet is not a miracle technique that can improve an
ineffective course. But, it may be able to improve a course that is already effective
(Olsen, 2000).

Electronic Mail (e-Mail)

Electronic Mail, or so called e-Mail, became a reality due to a program
designated in 1981 to transmit messages over networks (Quinton, 1998). The
Campus Computing Project reported a 300% increase in the number of professors
using e-mail to communicate with students from 1995 to 2001 (Green, 2000). The
2001 edition of the Campus Computing Survey found over 64% of all college
courses using the e-mail as a means of communications between students and
teachers. According to Grasha and Yangarber-Hicks (2000) data, 85% used regular
e-mail contacts and discussions among students in their classes.
E-mail can be an important mode of communication between faculty and
their students. It can allow faculty members who individualize their courses for

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students, provide a means of regular contact between faculty and students and
allow for immediate feedback and enhancement of the learning process through
better communication (Lang, 2000).
A multi-state study of e-mail use by students at five two-year
postsecondary institutions found use by teachers to be influenced by student age,
the number of mathematics and technical courses taken during the first year of
collegeand the self-reported number of study hours. Factors including ethnicity,
gender, and socio-economic background were not found to influence a student’s
propensity toward using e-mail (Flowers, Pascarella, & Pierson, 2000).
Some faculty require regular student communications via e-mail. Brown
(2001) required each student to communicate with him via e-mail concerning the
“muddiest point” in the chapter assigned prior to each class. He built class
discussions around those e-mails. The benefits derived from the mandatory
contact included encouraging the reading of requirement assignments;
customization to student needs, which may provide empowerment ; encouraging
student-to-student collaboration beyond scheduled class sessions; and allowing
faculty contact with a larger number of students that could be personally
accomplished in the limited time provided before or after class or during office
hours (Brown, 2001). According to Arvan (1997), one drawback to e-mail as a
means of communications between faculty and students is the proliferation of
“junk” e-mail, as e-mail users attempt to separate important from unsolicited
communication.
The Teacher in the Technologically-Enhanced Classroom
The essential functions of education are, “creating, preserving, integrating,
transmitting, and applying knowledge” Duderstadt, 1999, p.6). While the
fundamental role of the educational endeavor does not change, the role of the
teacher is evolutionary. The teacher/student/classroom method of instruction
replaced the apprenticeship mode, which was the most widely used instructional

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technique of the previous millennium. Technology may be responsible for another

pivotal shift (Duderstadt).
Successful integration of technology into the traditional community
classroom is dependent upon a blend of faculty knowledge and expertise, student
familiarization and acceptance, and the existence of knowledgeable and
committed information technology specialists (Coppola & Thomas, 2000; Ryan,
2001).
The availability of technological options to enhance classroom instruction
has changed the role of the teacher from one as provider of knowledge to one of
facilitator of the learning experience. A study of Pierson (2001) found teachers
more adept at technology integration to be those who also possessed greater
content and pedagogical expertise.
White (2000), in a study of undergraduate computer students, found
problems most frequently frustrating students in technological environments
included: slow downloads due to modem speed; e-mail problems that prevented
students from turning assignments in on time; difficulty organizing course
materials; difficult-to-navigate course websites; dysfunctional web links; difficulty
sorting relevant information from the vastness of the Internet; and a lack of
clarification from the teacher regarding assignments. According to faculty,
problems often resulted from a lack of student participation, variations in student
pace or domination by a single student in online chatrooms.
Bruenjes (2002), in basing her work on that of Rogers (1995), found
teachers typically used technology as a tool for teaching, producing, or
communicating. She found innovators and Early Adopters most likely to use
technology for teaching and record keeping, while Innovators, Early Adopters and
Hesitant Adopters were all likely to prepare lesson plans on the computer and
communicate with students via e-mail.
Demmon (2001), in a study of technology implementation at a community
college in Midwest portion of the United States, categorized faculty by their use of

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technology in their daily personal and professional lives. By the third year of
technology implementation, 49% of faculty surveyed considered themselves to be
“advanced” users, compared to 8% who professed to be “low” users, with the
remainder falling into the “average” classification.
Demmon (2001) study further found access to various types of technology,
access to student information, improvement of productivity in developing course
materials, and communication with students and colleagues via e-mail to be the
primary reasons for adoption of technology.
Naquin (2000) found younger faculty significantly more willing to adopt
technology into their classrooms than their older counterparts. Younger faculty
may have also had greater opportunities to participate in educational opportunities
that increased the probability they would adopt technology into their own
classrooms.
Bruenjes (2002) theorized that, in order for faculty development programs
in technology to be effective, instructional developers should create programs
tailored to the various levels of technological integration identified by Rogers
(1995). This view occurs with that Padgett and Conceao-Runlee (2000), who
found successful staff development programs to include the individual motivators,
as well as institutional factors and involvement by experts from within the
institution.
Demmon (2001) has identified barriers that hinders the use of technology
such as lack of available technology, inadequate technology support and training,
and a lack of e-mail access by students.
Another cause for faculty resistance , According to Coppola & Thomas,
2000) was a sense of being overwhelmed by computers and technology. A Pace
University study found feeling of alienation and low levels of confidence in
faculty receiving technology training from Information Technology Professionals,
but found similar training sessions to be successful when taught jointly by a
specialist and knowledgeable faculty member.

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This mode of categorization is similar to that postulated by Duhaney and

Zemel (2000), who classified faculty as those exhibiting a fear of technology, the
infrequent users, and those who maximized its use, sometimes to the point of
overuse. Those who avoided technology or use it frequently often did so in
response to their own limited experiences.
While teachers may feel technology is important for use in the classroom,
many are faced with barriers which have prevented them from effectively
implementing available technology into their daily instruction. One of the
common barriers teachers may face is technology anxiety (Redmann & Kotrlik,
2004). Technology given to teachers with little to no experience with the
requirement has been shown to produce high levels of anxiety (Lokken, Cheek, &
Hastings, 2003). By providing teachers with more training (Croxall & Cummings,
2000), they will feel more comfortable using new technology in their classrooms,
thus alleviating their anxiety.
In a survey conducted by the U.S. Department of Education (2000), a list
was compiled of perceived barriers to proper knowledge and use of technology in
the classroom. These barriers included:
1. Not enough computers
2. Outdated, incompatible, or unreliable computers
3. Lack of good instructional software
4. Internet access not easily accessible
5. Concern about student access to inappropriate materials
6. Lack of release time for teachers to learn, practice, or plan ways to use
computers or the Internet
7. Lack of time in schedule for students to use computers in class
8. Inadequate training opportunities
9. Lack of administrative support
10. Lack of support regarding ways to integrate telecommunications into
the curriculum
11. Lack of technical support or advice

Many of these barriers were also voiced in other studies (Croxall &
Cummings, 2000)

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B. Local Studies

If students of today are to be prepared for the workplace of tomorrow,

computers must become an integral part of the current curriculum of the school
system. Amparo Sison (1995) stated in his study that computer programs are
actually being used in schools not to replace the classroom teaching, but to
increase the students’ understanding of a specific topic.
He aimed on developing software that would provide easy access to the
know-how of a PC; he designed the program to render a user-friendly
environment for the users. He was able to maximize the use of computer by
dividing the content of the presentation in terms of including a menu for review
and teaching at the same time giving evaluation at the end of every topic, to
assess and gauge how much learning the users acquired.
Teaching the different levels of ability, background and interests has posed
a pressing dilemma to educators. This is why learning inside the classroom is not
optimized. Since computers have been proven to be effective and efficient in
delivering any material, developing software for the academic continues to be a
need (Fernandez, 2000).
Findings from the survey of Tinio, V.L. (2002), highlights a number of
another interacting issues that inform the complex process of technology
integration in the public secondary education system in the Philippines. First is the
issue of basic school infrastructure. This includes stability of power supply, the
scope of available telecommunications service, and internet access, and the
availability of space in the school to accommodate the deployment of technology
resources.
As revealed in the survey of public high schools nationwide, while
electrical power is widely available the frequency of power interruptions in some
schools can cause breakdowns in the ICT equipment and interruptions to
instructional use (Rodrigo, M.M.T. 2001). The relatively limited scope of fixed

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wire telephone networks, on the other hand, precludes the effective use of the
internet in many schools, as the cost of wireless access remains prohibitive.
Another focus of concern which findings from the survey indicate have
implications on the type and extent of ICT use in a school is that of the need for
capacity building among teachers, administrators and other school staff. In
general, ICT-related skill levels in the schools surveyed were less than ideal. Too
few teachers have the know-how to apply ICT in the teaching of specific subject
areas. Although computer literacy levels are somewhat higher, internet-related
skills levels are relatively depressed as well.
Bringing technology into the school setting demands that teachers and
administrators acquire new skill sets, and this cannot be done overnight. The lack
of training opportunities decried by survey respondents focuses attention on the
need to develop a comprehensive and sustained in-service training program for
teachers and administrators. Moreover, pre-service training institutions must also
incorporate into their curricula the knowledge and skills that characterize the
technology-enabled teacher.
Finally, retooling the Philippine secondary school system through
technology (Task Force on PCs for Public High Schools, 2000) can only be
accomplished at enormous financial cost. As survey findings suggest , financing
is, at this initial stage, possibly the single biggest barrier to ICT use in the
classroom. The task of upgrading the skills of hundreds of thousands of teachers
and school administrators in the Philippines will be capital intensive Funds must
also be available to defray the recurring costs of maintenance, repairs and
upgrades.
Synthesis
A review of the literature lends credence to the belief that administrators
and faculty members in the secondary schools must move past the glitz of
educational technology and embrace the more utilitarian aspects. Infusing
technology into traditional instruction provides a means of connecting the

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classroom to the world, while allowing students with a variety of preferred

learning styles and learning paces to be on even footings in the classroom.
However, some teachers are not eager to embrace the concepts of the
technologically enhanced classroom. Schools must attune visions and capital –
both fiscal and human – to successfully integrate technology into the classroom at
the pace determined to be best for each individual school. Teacher involvement is
an essential part of this determination process, and they must be assured of having
the necessary resources and support to accomplish changes in their classrooms.
School administrators should evaluate the policy concerns of their teachers but
must avoid being blinded by crusades of late majority or laggards intent on
maintaining the status quo, or Reward Seekers with their own agenda. Each
institution must determine its optimum pace at which to proceed into the new
learning based paradigm of incorporating technology into its classrooms.

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